原版英语RAZ 教案M11-Endangered Birds.pdf
Endangered BirdsLesson PlanLeveLMM1 Learning AZ,Inc.All rights reserved.www.readinga-About the BookText Type:Nonfiction/Informational Page Count:16 Word Count:545Book SummaryEndangered Birds is an informational book about birds that either are extinct or are in danger of becoming extinct.Readers will see photographs of the great auk,which has become extinct,and other birds,such as the kakapo and California condor,which are being bred and protected because their numbers are so few.Readers are gently reminded that human activity is the reason most birds are endangered.People are now working to save the birds from extinction.About the LessonTargeted Reading Strategy AskandanswerquestionsObjectives Usethereadingstrategyofaskingandansweringquestions Identifyauthorspurpose Understandthattheea digraph can stand for different vowel sounds Recognizenamingpartofsentence(subject)Understandanduseoften-confusedwordsMaterialsGreen text indicates resources available on the website BookEndangered Birds(copyforeachstudent)Chalkboardordryeraseboard Wordjournal(optional)Authorspurpose,subjects,often-confusedwordsworksheets Discussion cardsIndicatesanopportunityforstudentstomarkinthebook.(Allactivitiesmaybedemonstratedbyprojectingbookoninteractivewhiteboardorcompletedwith paperandpencilifbooksarereused.)Vocabulary Content words:albatross,breeding,California,condor,endangered,European,extinct,great auk,kakapo,predatorsBefore ReadingBuild Background Writethewordendangeredontheboard.Askstudentswhattheythinkitmeans.Ifnecessary,explain that it means that a group of living things,such as a type of plant or animal,is in danger of no longer living.Createawebontheboardwiththewordendangered in the center circle.Have students brainstorm a list of animals that are endangered.Askstudentstospeculatewhytheanimalslistedonthewebmightbeendangered.Endangered BirdsLesson Plan(continued)LeveLMM2 Learning AZ,Inc.All rights reserved.www.readinga-Preview the BookIntroduce the Reading Strategy:Ask and answer questions Showstudentsthefrontandbackcoversofthebookandreadthetitle.Askthemwhattheythink the book is about based on the cover information.Have them look at the web to see if they listed any birds as endangered.Then ask them to predict what birds they might read about in the book.Showstudentsthetableofcontents.Tellthemthatthetableofcontentstellsthemwhattheyare going to read about in the book.Read the section titles and ask students what kinds of birds they will read about in the book.Tell students that good readers look at the cover information andthetableofcontentsandbeginthinkingofquestionstheyhaveaboutthetext.Modelusingthetableofcontentstoaskquestions.Think-aloud:The first question that comes to mind as I look at the table of contents is:What kind of bird is a kakapo?I have never heard of this bird before.The second question I think of is:Why are birds such as the albatross endangered?I wonder if it has anything to do with the birds losing their habitats.I will read to see whether the book will tell me.Encouragestudentstoaskquestionsastheypreviewtherestofthebook.Pointouttheboxtitled“DoYouKnow?”Explainthatthissidebarprovidesadditionalinformation about endangered birds.Showstudentstheglossaryandindex.Explainthepurposeofeach.Asstudentsread,encouragethemtouseotherreadingstrategiesinadditiontothetargetedstrategy presented in this section.Introduce the Vocabulary Asyoupreviewthebookwithstudents,usevocabularyinthediscussionthatyouthinkmaybedifficult for students.Provide opportunities for students to say the new vocabulary words,talk about their meanings,and use the words in sentences.Reinforcenewvocabularyandword-attackstrategiesbypointingtoanimageinthebook.Forexample,askstudentstopointtotheillustrationofthegreataukonpage4.Askstudentstotellwhatitis(themostlikelyresponsewillbe“bird”or“penguin”).Tellstudentsthatthisisabirdthat is no longer alive.Tell them there is a bold word on the page that tells a word that means thesamethingas“nolongeralive.”Askstudentstopointtotheword(extinct).Saythewordandaskstudentstorepeatit.Havethemtellwhatsoundtheyhearatthebeginning(/eks/).Repeat with other vocabulary words if necessary.Remind students to look at the beginning and endingsoundsinwords,and/orthepartswithinwordsthattheyrecognize,tohelpthemsoundout the words.Encouragestudentstoaddthenewvocabularywordstotheirwordjournals.Set the Purpose Havestudentslookforanswerstotheirquestionsaboutendangeredbirdsastheyread.During ReadingStudent Reading Guide the reading:Give students their book and direct them to read to the end of page 8.Have studentsunderlineanswerstoanyofthequestionstheyhadastheypreviewedthebook.Havethemwritenewquestionsinthepagemarginsofthebook.Tellstudentstorereadthepagesifthey finish before everyone else.Modelansweringaquestionusingtextinformation.Think-aloud:I found out that a kakapo is a bird that lives in New Zealand.I also found out that this bird nearly became extinct because the animals that people brought with them to New Zealand killed almost all of the birds.Endangered BirdsLesson Plan(continued)LeveLMM3 Learning AZ,Inc.All rights reserved.www.readinga- Askstudentstopointtoplacesinthetextwithinformationthatansweredtheirquestionsorplaceswheretheyraisednewquestions.Tellstudentstoreadtheremainderofthebook,lookingforinformationthatwillanswertheirquestions.Havestudentsmakeaquestionmarkintheirbookbesideanywordtheydonotunderstandor cannot pronounce.encourage them to use the strategies they have learned to read each word and figure out its meaning.After Reading Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowthey can read these words using decoding strategies and context clues.Reflect on the Reading Strategy Reinforcethataskingquestionsbeforeandduringreading,andlookingfortheanswerswhilereading,keeps students interested in the topic,encourages them to keep reading to find the answerstotheirquestions,andhelpsthemunderstandandrememberwhattheyhaveread.Discussadditionalstrategiesstudentsusedtogainmeaningfromthebook.Teach the Comprehension Skill:Authors purpose Introduce and model:explain or review that writers usually write to inform their readers about a topic,to entertain their readers,or to persuade their readers to think in a particular way.(Makesurestudentsunderstandwhatitmeanstopersuadesomeone.)Provideexamplesofeachpurpose.Explainthatsometimesthecoverofabookdoesnotgiveahintabouttheauthorspurpose,so they will have to read the book to find out.Tell them that many of the sentences anauthorusesgivecluesabouttheauthorspurpose.Showstudentsreadingmaterialssuchasanencyclopedia,afictionbook,andanewspaperad.explain the ways in which each informs,entertains,and persuades,respectively.Point out words,phrases,orsentencesineachthatgivehintsabouttheauthorspurpose.Havestudentssuggestbooks or stories they have read that have taught them something,entertained them,or persuaded them to do something,buy something,or think a certain way.Check for understanding:Showstudentsotherexamplesofreadingmaterialthatinforms(atlas,mathbook),entertains(comicbook,poetrybook,fictionbook),andpersuades(magazinead,newspapereditorial).Askstudentstotellwhattheythinktheauthorspurposeisforwriting each one.Discussion:HavestudentstellwhattheythinktheauthorspurposewasforwritingEndangered Birds.Havestudentsturntotheintroductionandfindasentencethatgivesthemaclue(page5:We will also see some ways that humans are trying to save them.).Helpstudentsappreciatethatthe main purpose is to inform the reader about endangered birds and to tell what is being done about the problem.Discuss how the writing would have been different if the writer had been trying to persuade readers to keep their cats or dogs inside or to stop draining wetland areas.Independent practice:Tell students to complete the authorspurposeworksheet.Extend the discussion:Have students use the inside cover of their book to write three sentences aboutendangeredbirds:onethatteaches,ortells,something,anotherthatentertains,andthelast,which persuades the reader to do something.Build Skills Phonics:Digraph ea Writethewordgreat on the board and have students find and read the sentence in which the wordisfoundonpage4.Askstudentswhatsoundtheyhearinthemiddleoftheword.Pointout that in this word,the ea digraph stands for the long/a/sound.Endangered BirdsLesson Plan(continued)LeveLMM4 Learning AZ,Inc.All rights reserved.www.readinga- Writethewordsea on the board and have students find and read the sentence in which it is foundonpage11.Askthemwhatvowelsoundtheyhearinthewordandpointoutthattheea digraph stands for the long/e/sound in this word.Writethewordfeather on the board and have students find and read the sentence in which the wordisfoundonpage10.Askwhatvowelsoundtheyhearinthewordandpointoutthattheea digraph stands for the short/e/sound in this word.Challengestudentstofindotherwordswiththeeadigraphinthebook(heartbeat,New Zealand,p.6;meat-eating,disappeared,p.7;beautiful,p.9;wear,p.10;meat,lead,years,p.12;instead,p.13;released,p.14)andtoidentifythevowelsoundineachword.Grammar and Mechanics:Naming part of sentences(subject)Directstudentstothefirstsentenceonpage6ofthebook.Readthesentenceandthewords The kakapo of New Zealand on the board.Tell students that this is the naming part of the sentence and that it tells who or what the sentence is about.Havestudentsreadthefirstsentenceonpage11.Askthemtotellwhatthesentenceisabout.explain that the naming part of this sentence is the California condor.Introduce,explain,andhavestudentscompletethesubjectsworksheet.Discuss their answers.Word Work:Homophones Directstudentstopage10ofthebook.Challengethemtofindtwowordsthatarespelledthesame but are pronounced differently(there,their).Have students read the sentences in which the words are found and explain what the two words mean.Writebothwordsontheboard.Remindstudentsthatthesewordsareoftenconfused.Remind them that the word there often refers to a place,while the word their is a pronoun showing possession.Introduce,explain,andhavestudentscompletetheoften-confused-wordsworksheet.Build Fluency Independent Reading Allowstudentstoreadtheirbookindependently.Additionally,allowpartnerstotaketurnsreading parts of the book to each other.Home Connection Givestudentstheirbooktotakehometoreadwithparents,caregivers,siblings,orfriends.Extend the ReadingWriting ConnectionHave students pretend they are an endangered bird.Have them write a story that either teaches humans something about them,provides entertainment,or persuades humans to help them.Have studentsillustratetheirstoryandsharewiththegroup.Havethegroupdecidewhattheauthorspurpose is for each piece of writing.Science Connection Provideresourcesforstudentstoresearchotherendangeredanimals.Makean“EndangeredAnimals”chartandpostitintheroom.Startthechartwiththeendangeredbirdspresentedinthebook.Askstudentstoaddtothechartastheyfindotheranimals.Encouragethemtodrawpicturesoftheanimalsorcutthemfrommagazines.Createanothercharttitled“WaysICanHelpEndangeredAnimals.”Startthelistwithasuggestion,suchas“TellotherswhatIknow.”andexplain how telling others about endangered animals helps by making people aware.Have students write ideas they read in books,on the Internet,or come up with on their own.Endangered BirdsLesson Plan(continued)LeveLMM5 Learning AZ,Inc.All rights reserved.www.readinga-Skill Review Discussion cards covering comprehension skills and strategies not explicitly taught with the book are provided as an extension activity.The following is a list of some ways these cards can be used withstudents:Useasdiscussionstartersforliteraturecircles.Havestudentschooseoneormorecardsandwritearesponse,eitherasanessayorasa journalentry.Distributebeforereadingthebookandhavestudentsuseoneofthequestionsasapurpose for reading.Cutapartandusethecardsasgamecardswithaboardgame.Conductaclassdiscussionasareviewbeforethebookquiz.Assessment Monitor students to determine if they can:usethereadingstrategyofaskingandansweringquestionstounderstandnonfictiontext identifyauthorspurposeinnonfictiontext recognizethattheea digraph stands for several different sounds understandandidentifythenamingpart(subject)ofsentences understandandusetheoften-confusedwordsthere and their Comprehension Checks BookQuiz Retelling Rubric
